Students will understand that they rely on cellular interaction for all bodily functions.
Students will know that cellular functions are similar between different types of organisms.
Student will be able to identify and describe organelles in both plant and animal cells, they will also know the components that separate eukaryotic cells from prokaryotic cells.
Maine Learning Results Alignment
Maine Learning Results: Science and Technology - E. The Living Environment.
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
Formative (Assessment for Learning) *A KWL chart will be used at the beginning and end of this lesson. This should help students self access their knowledge before the start of the lesson and allow them to see how much new information they fully understand before creating their digital stories.
Summative (Assessment of Learning) *Students will be creating a digital story to display their understanding of the intracellular organelles present in different types of cells. Each student will be required to show their digital story to three other people for feedback before they present to the class. A rubric will be given to students; this will include a checklist of requirements and the expectations for the project.
Integration
English: All required writing assignments (KWL chart, Digital story text) are required to be professional writing; correct punctuation, spelling, and grammar will be graded. Technology: Students will using the internet to research cell types, and will be required to effectively use a computer, and researching on the internet in order to complete their Digital stories.
Groupings
Each student will be required to show their digital story to at least three other people for feedback before they present their final product to the class. In order for students to prove that they showed their digital stories, each viewer will provide feedback on the attached comment sheet. (See attached below). By having students receive feedback from multiple sources; they should develop a better finished product, and will have the experience of the peer feedback process. This will give students the opportunity to rethink through the ideas that helped them create their digital story.
Differentiated Instruction
Strategies * Visual: Video animations and pictures of organelles will be presented to students during class.
Kinesthetic: Students will need to use physical coordination when creating their digital story on the computer. They will also be moving around and interacting when they present their product to peers for feedback. Naturalist: Correlations between human body function and cellular function will be described to students to help them connect to the idea of cellular interactions allowing day day bodily functions. Interpersonal: Students are required to share their project to at least three people for feedback. Intrapersonal: This project is to be done individually, forcing students to organize new information and ideas. Verbal: Student projects will be a style of story telling, displaying the use of words effectively. Musical: Music will be a requirement for students to include in their digital story product.
Modifications/Accommodations
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity. Absent Students: All students who either; have a written excuse, or discussed their absence with me prior to class will be given the opportunity to make-up missed class work without any penalty. Any student absence that is not excused will receive a deduction in their class participation, but the student is expected and will be required to know the material they missed. Missed class work and ideas can be found from fellow classmates, the class wiki, online blog entries, or contract me via email and I will gladly set-up a time to meet with any student. All late assignments are gladly accepted, but late work due to unexcused absences will receive a deduction for each day the work is late.
Extensions *All students are encouraged to search the internet for a WebQuest that is related to cellular structure or function. WebQuest’s are designed for specific grade levels; therefore, all students should check with me before they begin their work on the WebQuest. This is a fun and effective way to use the internet as an educational tool for students. Students may choose any WebQuest they like that is appropriate, but the following is a link to a variety of examples of science WebQuests: http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests/science/
Materials, Resources and Technology
Day 1: Pens/Pencils Computer (with internet access) Visuals KWL chart T-chart Notes (some new some from last class) Rubric for digital stories Introduction to digital stories hand-out Example of a digital story
Source for Lesson Plan and Research
Resource for graphic organizer: A KWL will be used to help students assess what they know, what to know, and learned by the end of the lesson. http://www.eduplace.com/graphicorganizer/
Resource for rubric: A rubric will be provided to students, this rubric will have a checklist of the requirements and expectations for digital stories. http://rubistar.4teachers.org/index.php
Resource for further researching: The site below is a very rich source, but the attached list of URL’s provides a larger variety of helpful resources. www.cellsalive.com/
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by providing a variety of learning styles for the students. Students will be required to display learning through writing, interaction with classmates, research on the internet, and they will receive different ways to organize new material.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification because it builds upon the previous two lessons. Students must prove that there are grasping ideas and learning material before I will move forward to future lessons. I continually review the previous lesson to check for accurate understanding.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by teaching to six of the eight multiple intelligences. Students will learn by creating a digital story, a type two technology. Students will use multiple intelligences while creating this project, and will also learn to organize content by using graphic organizers. All students will receive feedback on their projects so they may make improvements.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by having students display their understanding in multiple ways. Students will be completing a KWL chart and then comparing their knowledge after they have made a digital story, this will allow for self-assessment Students will show their knowledge of organelle functions in their digital story presentation.
Teaching and Learning Sequence:
Day 1: As students enter the room I will assign them to seats by a number. All corresponding numbers will sit together at a specific table for the class period. Agenda: Discuss ideas from last class Computer animations (http://science.nhmccd.edu/biol/bio1int.htm) KWL chart Lecture-Notes Introduction to digital storytelling (http://www.coe.uh.edu/digital-storytelling/) T-chart Plan the agenda for next class After students have taken their seats I will hand back their graded rubrics from their Comic Life projects. I will allow them time to view their grades, but let them know if they have any concerns with their grade they can take them up with me after the period. To check that students are remembering the ideas from previous lessons I will ask random students to describe the difference between cell types, the structures that are found in specific cells, and have students come up with a variety of cell organelles. It is important that students are retaining the key material from previous lessons because each lesson builds on one another. Before I allow our class to begin learning about the functions of organelles they need to know organelles, and in which cells these organelles are present. I will use homeostasis as a way to interest students by describing how functioning at the cellular allows our bodies to release and contain heat as needed. I want students to really understand that the ideas we are studying in class are directly related to their everyday functioning. (15mins) Where, Why, Tailor: Verbal, Interpersonal To engage students into the lesson I will show interactive cellular animations using the computer with internet access. (http://science.nhmccd.edu/biol/bio1int.htm) The digital animations of cells are very helpful for visual learners. It brings microscopic cell structures to a viewable size, and displays each organelles specific form that allows for specific functions. After I have shown a couple of the animations, I will give students time to view some of the other interactive animations. Having students actively participate with the animations will be more entertaining for them, and will allow for better understanding of the concepts. (15mins) Hook, Rethink, Tailor: Kinesthetic, Visual, Logical, Intrapersonal After students have had a chance to interact with the digital animations I will pass out a KWL chart to each student. (See attached below). This will allow students to list some of the ideas they remember from assigned reading from last class. Most of the information that will be necessary to know during this lesson was stated in the class notes section from the last lesson as well. (See attached below). At this same time students will be writing some of the material they would like to know more about on the KWL chart. Once each student has had an opportunity to complete the first two parts of their KWL chart I will begin to lecture about the specific duties different organelles have inside of the cell. I will again relate back to the previous lesson and discuss the importance of functioning at the cellular level. Each student is requiring the actions of many cells inside their bodies at all times, and inside those cells are organelles which provide functioning for the cell. I will hand out a T-chart graphic organizer (See below) to each student to use during the lecture. This T-chart will help students organize their ideas, and will be a useful resource for the unit. While lecturing I will refer to labeled visuals of organelles on the computer and in hand specimen. Once I have covered the necessary material for today’s lesson, I will give students the chance for any clarifying questions before moving forward. (20mins) Why, Equip, Explore, Evaluate, Tailor: Visual, Kinesthetic, Logic, Intrapersonal, Naturalistic To introduce digital storytelling I will begin by showing students an example of a digital story (http://www.youtube.com/watch?v=z23HVKjANPw), and then provide them with websites to learn about the features of digital storytelling. (See attached below). I will begin to describe what components make a digital story, and how they (students) will be completing a digital story to display their understanding of organelle functions. I will now hand out a rubric that clearly states all requirements and expectations for student products. (See attached below). Students will be given time to browse some of the digital storytelling websites while I explain that they will be required to have three people view their digital story, and provide feedback before they present to the class. Having students receive feedback provides them way to make improvement before the final grading. (15mins) Revise, Rethink, Rehearse, Experience, Evaluate, Tailor: Visual, Kinesthetic, Logic, Musical Once students have been given a chance to ask questions, I will have students take a moment and fill in what they have learned on their KWL chart. (See attached below). This chart is an effective way to judge how much a student has actually learned throughout the lesson. I will have the students complete the last part of the KWL chart after they have completed their digital stories. This will allow me to compare how much of the material students retained from creating a digital story. To end the lesson I will discuss what is coming up next in class. I will give them their assigned reading, and ask them to get a definition of hierarchy before next class. (15mins) Evaluate, Where, Refine, Organize, Tailor; Linguistic, Logical, Verbal
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Lincoln Robinson Lesson #3 : Organelle Functions
Grade Level: 9- Diploma Topic: Intracellular Organization
Objectives:
Maine Learning Results Alignment
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
*A KWL chart will be used at the beginning and end of this lesson. This should help students self access their knowledge before the start of the lesson and allow them to see how much new information they fully understand before creating their digital stories.
*Students will be creating a digital story to display their understanding of the intracellular organelles present in different types of cells. Each student will be required to show their digital story to three other people for feedback before they present to the class. A rubric will be given to students; this will include a checklist of requirements and the expectations for the project.
Integration
Technology: Students will using the internet to research cell types, and will be required to effectively use a computer, and researching on the internet in order to complete their Digital stories.
Groupings
Differentiated Instruction
*
Visual: Video animations and pictures of organelles will be presented to students during class.
Kinesthetic: Students will need to use physical coordination when creating their digital story on the computer. They will also be moving around and interacting when they present their product to peers for feedback.
Naturalist: Correlations between human body function and cellular function will be described to students to help them connect to the idea of cellular interactions allowing day day bodily functions.
Interpersonal: Students are required to share their project to at least three people for feedback.
Intrapersonal: This project is to be done individually, forcing students to organize new information and ideas.
Verbal: Student projects will be a style of story telling, displaying the use of words effectively.
Musical: Music will be a requirement for students to include in their digital story product.
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity.
Absent Students:
All students who either; have a written excuse, or discussed their absence with me prior to class will be given the opportunity to make-up missed class work without any penalty. Any student absence that is not excused will receive a deduction in their class participation, but the student is expected and will be required to know the material they missed. Missed class work and ideas can be found from fellow classmates, the class wiki, online blog entries, or contract me via email and I will gladly set-up a time to meet with any student. All late assignments are gladly accepted, but late work due to unexcused absences will receive a deduction for each day the work is late.
*All students are encouraged to search the internet for a WebQuest that is related to cellular structure or function. WebQuest’s are designed for specific grade levels; therefore, all students should check with me before they begin their work on the WebQuest. This is a fun and effective way to use the internet as an educational tool for students. Students may choose any WebQuest they like that is appropriate, but the following is a link to a variety of examples of science WebQuests: http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests/science/
Materials, Resources and Technology
Pens/Pencils
Computer (with internet access)
Visuals
KWL chart
T-chart
Notes (some new some from last class)
Rubric for digital stories
Introduction to digital stories hand-out
Example of a digital story
Source for Lesson Plan and Research
http://www.eduplace.com/graphicorganizer/
Resource for rubric: A rubric will be provided to students, this rubric will have a checklist of the requirements and expectations for digital stories.
http://rubistar.4teachers.org/index.php
Resource for further researching: The site below is a very rich source, but the attached list of URL’s provides a larger variety of helpful resources.
www.cellsalive.com/
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by providing a variety of learning styles for the students. Students will be required to display learning through writing, interaction with classmates, research on the internet, and they will receive different ways to organize new material.
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification because it builds upon the previous two lessons. Students must prove that there are grasping ideas and learning material before I will move forward to future lessons. I continually review the previous lesson to check for accurate understanding.
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by teaching to six of the eight multiple intelligences. Students will learn by creating a digital story, a type two technology. Students will use multiple intelligences while creating this project, and will also learn to organize content by using graphic organizers. All students will receive feedback on their projects so they may make improvements.
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by having students display their understanding in multiple ways. Students will be completing a KWL chart and then comparing their knowledge after they have made a digital story, this will allow for self-assessment
Students will show their knowledge of organelle functions in their digital story presentation.
Teaching and Learning Sequence:
Agenda:
Discuss ideas from last class
Computer animations (http://science.nhmccd.edu/biol/bio1int.htm)
KWL chart
Lecture-Notes
Introduction to digital storytelling (http://www.coe.uh.edu/digital-storytelling/)
T-chart
Plan the agenda for next class
After students have taken their seats I will hand back their graded rubrics from their Comic Life projects. I will allow them time to view their grades, but let them know if they have any concerns with their grade they can take them up with me after the period. To check that students are remembering the ideas from previous lessons I will ask random students to describe the difference between cell types, the structures that are found in specific cells, and have students come up with a variety of cell organelles. It is important that students are retaining the key material from previous lessons because each lesson builds on one another. Before I allow our class to begin learning about the functions of organelles they need to know organelles, and in which cells these organelles are present. I will use homeostasis as a way to interest students by describing how functioning at the cellular allows our bodies to release and contain heat as needed. I want students to really understand that the ideas we are studying in class are directly related to their everyday functioning. (15mins)
Where, Why, Tailor: Verbal, Interpersonal
To engage students into the lesson I will show interactive cellular animations using the computer with internet access. (http://science.nhmccd.edu/biol/bio1int.htm) The digital animations of cells are very helpful for visual learners. It brings microscopic cell structures to a viewable size, and displays each organelles specific form that allows for specific functions. After I have shown a couple of the animations, I will give students time to view some of the other interactive animations. Having students actively participate with the animations will be more entertaining for them, and will allow for better understanding of the concepts. (15mins)
Hook, Rethink, Tailor: Kinesthetic, Visual, Logical, Intrapersonal
After students have had a chance to interact with the digital animations I will pass out a KWL chart to each student. (See attached below). This will allow students to list some of the ideas they remember from assigned reading from last class. Most of the information that will be necessary to know during this lesson was stated in the class notes section from the last lesson as well. (See attached below). At this same time students will be writing some of the material they would like to know more about on the KWL chart. Once each student has had an opportunity to complete the first two parts of their KWL chart I will begin to lecture about the specific duties different organelles have inside of the cell. I will again relate back to the previous lesson and discuss the importance of functioning at the cellular level. Each student is requiring the actions of many cells inside their bodies at all times, and inside those cells are organelles which provide functioning for the cell. I will hand out a T-chart graphic organizer (See below) to each student to use during the lecture. This T-chart will help students organize their ideas, and will be a useful resource for the unit. While lecturing I will refer to labeled visuals of organelles on the computer and in hand specimen. Once I have covered the necessary material for today’s lesson, I will give students the chance for any clarifying questions before moving forward. (20mins)
Why, Equip, Explore, Evaluate, Tailor: Visual, Kinesthetic, Logic, Intrapersonal, Naturalistic
To introduce digital storytelling I will begin by showing students an example of a digital story (http://www.youtube.com/watch?v=z23HVKjANPw), and then provide them with websites to learn about the features of digital storytelling. (See attached below). I will begin to describe what components make a digital story, and how they (students) will be completing a digital story to display their understanding of organelle functions. I will now hand out a rubric that clearly states all requirements and expectations for student products. (See attached below). Students will be given time to browse some of the digital storytelling websites while I explain that they will be required to have three people view their digital story, and provide feedback before they present to the class. Having students receive feedback provides them way to make improvement before the final grading. (15mins)
Revise, Rethink, Rehearse, Experience, Evaluate, Tailor: Visual, Kinesthetic, Logic, Musical
Once students have been given a chance to ask questions, I will have students take a moment and fill in what they have learned on their KWL chart. (See attached below). This chart is an effective way to judge how much a student has actually learned throughout the lesson. I will have the students complete the last part of the KWL chart after they have completed their digital stories. This will allow me to compare how much of the material students retained from creating a digital story. To end the lesson I will discuss what is coming up next in class. I will give them their assigned reading, and ask them to get a definition of hierarchy before next class. (15mins)
Evaluate, Where, Refine, Organize, Tailor; Linguistic, Logical, Verbal